Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2019) Modifying the language of feedback to promote a continuous learning climate. In: 2019 Up North Talking about Teaching, York St John,. (Submitted)

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Abstract

Feedback is often viewed as the aspect most likely to increase learning (Black, Wiliam 1998, Gibbs, Simpson 2004) yet is the element of formative assessment ‘most laden with a legacy of bad practice and misguided views’ (Clarke 2003, p.3). The impact of feedback is not necessarily a positive one. The intentions of the feedback donor are not necessarily what the recipient internalises. Indeed, for the recipient, feedback can be an emotionally challenging experience for it never exists in a vacuum and one cannot necessarily remove the self from the feedback (Eva et al. 2012). Furthermore, successive NSS reports seem to suggest that HE students do not perceive current feedback practice as valuable.
This session will include opportunity to reflect on our own, as well as students’, experiences of feedback. We will analyse the language of verbal and written feedback in order to identify the characteristics which are most likely to promote positive learning conditions, both within face to face and independent situations.
Learning Outcomes:
• To consider the value of language in encouraging students to take increased responsibility for acting on feedback;
• To develop an awareness of how feedback practice can be flexed.

The session will include:
• Opportunities to reflect on feedback experiences;
• Engagement with recent research related to student perceptions of feedback;
• Active tasks including analysis and reframing of feedback comments.

Item Type:	Conference or Workshop Item (Paper)
Status:	Submitted
Subjects:	L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/5421

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